EDU 263 - Literacy in the Content Area Part II

3 credit hours - Three hours weekly; one term.
Examine literacy in the present day with an emphasis on the methods to develop literacy in adolescent learners. Examine, use, and evaluate a wide range of strategies and approaches to literacy instruction. Identify literacy tasks and assessment of those tasks to promote a better understanding of disciplinary content. Develop professional dispositions for collaboration and leadership in order to work effectively with students, families, schools, and communities of varied linguistic and cultural backgrounds.

Prerequisite(s): A bachelor’s degree and seeking teacher certification or permission from department chair.

Note: EDU 263 is a Maryland State Department of Education approved reading course. Typically offered OL; fall, spring, and summer terms.

Course Outcomes:

Analyze and interpret characteristics of adolescent and independent readers in relationship to specific content areas.
Interpret the processes of making meaning to critically analyze, synthesize, or transform information in specific content areas.
Identify instructional techniques and student needs to motivate and engage all learners in inclusive content area literacy environments to support individual and collaborative interaction and to close achievement gaps.
Evaluate and employ new literacies in discipline specific processes of inquiry for acquiring and developing content knowledge to engage in collaborative problem-solving and critical thinking.
Select and/or develop and evaluate content-specific assessment tools as well as student performance based on multiple data points to evaluate and refine content area instructional practice
Employ professional and literacy standards and evidence-based multi-modal instructional practices and curricula to plan, implement and evaluate lessons and comprehension within content areas, general academic and content specific vocabulary use, and writing within the content areas.
Use current trends, initiatives, and educational reform efforts to engage in critical self-reflection for professional development as a content area literacy teacher.
Investigate opportunities for collaboration with families/school/communities and develop leadership capacities.